Cognitive psychology and school learning
Ruhollah Salehitabar; Rahim davari; Hosen Ebrahimi Moghadam
Abstract
The aim of this research was to construct a model that examines the relationships between academic burnout, problem-solving styles, and the mediating role of academic buoyancy. This study utilized a descriptive correlation design, employing Structural Equation Modeling (SEM) as its methodology. The statistical ...
Read More
The aim of this research was to construct a model that examines the relationships between academic burnout, problem-solving styles, and the mediating role of academic buoyancy. This study utilized a descriptive correlation design, employing Structural Equation Modeling (SEM) as its methodology. The statistical population encompassed all high school students in Hamadan city during the academic year 2022-2023. A sample of 304 students was selected through a multi-stage cluster sampling technique. Data collection instruments included the Mosleshs Academic Burnout questionnaire (2002), Cassidy and Long's Problem-solving Styles questionnaire (1996), and Martin and Marsh's Academic Buoyancy questionnaire (2008). The findings revealed that academic buoyancy, and the components of trust, orientation, and creativity, exerted a negative influence on academic burnout. Conversely, helplessness and avoidance exhibited a positive impact on academic burnout. Notably, the direct effect of the inhibition component on academic burnout was found to be insignificant. Furthermore, components of trust, orientation, and creativity positively affected academic buoyancy, while helplessness, avoidance, and inhibition had have a negative effect on academic buoyancy. Also, components of trust, orientation and creativity have negative effect and helplessness, inhibition and avoidance have a positive effect mediated by academic buoyancy on academic burnout. The results can be a model for intervention.
Gholam Reza Abbasi; jalil fathabadi; Omid Shokri; Majid Zargham Hajebi
Abstract
The aim of this study was to determine the effectiveness of a positive psycho-educational program on coping styles and academic well-being in female students. In this quasi-experimental study with a pretest-posttest nonequivalent control-group design and followed by two months, 27 students in the experimental ...
Read More
The aim of this study was to determine the effectiveness of a positive psycho-educational program on coping styles and academic well-being in female students. In this quasi-experimental study with a pretest-posttest nonequivalent control-group design and followed by two months, 27 students in the experimental group and 25 students in the control group before and after positive psycho-educational training program, answered the Coping Inventory for Stressful Situations-Short Form (CISS-SF), School Engagement Inventory (SEI) and the School Burnout Inventory (SBI). The experimental group received 7 two-hour sessions of positive psycho-educational training package. The results of simple mixed ANOVA indicated that in the short and long term, the psycho-educational package was effective in increasing the task-oriented coping style and school engagement and in decreasing dimensions of nonadaptive coping styles including emotion-coping style and avoidance coping style and school burnout. The results of the present study consistent with the results of other studies in the field of positive education, showed that psycho-educational positive intervention by strengthening learners' coping resources and equipping learners with psychological capital and mental strength was effective in creating skills based on psychological immunization of learners along with other traditional academic skills in them.
Sohrab Moradizadeh; Zabiholah Pirani; Alireza Faghihi
Abstract
This study aims to provide an academic burnout structural model based on school atmosphere, educational self-efficiencry and social support of students of high schools of lorestan province. The study method is coordinoated descriptive method and the study population includes all of the girl and boy students ...
Read More
This study aims to provide an academic burnout structural model based on school atmosphere, educational self-efficiencry and social support of students of high schools of lorestan province. The study method is coordinoated descriptive method and the study population includes all of the girl and boy students of the first and second level of high schools of lorestan prorince during 94-95 educational year (128163 members) selected by classified rondom sampling. The sample, selected by kocran formula, includes 400 members. To measure the resarch variables, academic burnout questionnaires (Borso, 1974), philips' social support (1986), Jick and Mdgan’s educational self-efficincy (1990) and atmosphere of Halpean and ctaft were applied. To analyze the data, t-test and SEML structural equation model were applred. To determine the model fitness base on proposed variables in this study, by Lisrel software, at first variable's relationship with its factors, and then the variable relationship and factors with academic burnout and its factors were investigated. In accordance with studied theories, results showed that expected model has a good fitness for academic burnout (fitness between 93 to 97). Also the results showed that there is a meaningful and negative relationship between atmosphere and academic burnout. There is a meaningful and negative relationship between self-efficiency and academic burnout. There is a negative and significant relationship between academic burnout and social support. The results showed that academic burnout is more frequent in boys than girls. There is no significant difference between first and second levels of high school regarding academic burnout.
Abolghasem Yaghoobi; Maryam Bakhtiari
Volume 4, Issue 13 , August 2016, , Pages 45-56
Abstract
This study aimed to investigate the effect of resilience training on reducing students’ burnout. The method used in this study is pretest-posttest control group design. The population of the study consisted of all first grade high school students of Hamedan in the academic year 93-94. From this ...
Read More
This study aimed to investigate the effect of resilience training on reducing students’ burnout. The method used in this study is pretest-posttest control group design. The population of the study consisted of all first grade high school students of Hamedan in the academic year 93-94. From this population, a sample of 40 students were selected (40 student with academic burnout selected) using multistage random cluster sampling, and were assigned to two groups of experimental and control. (Randomly assigned to experimental and control group). (Resilience training during 10 sessions of 60 minutes was conducted to the experimental group) The instrument used in the study was the academic burnout questionnaire. The results of the study revealed that Resilience training method is effective in reducing students’ academic burnout. The results also showed that resilience training is effective in reducing emotional exhaustion, academic cynicism, and academic inefficacy. Another finding of the present study was that among the components of academic burnout, resilience training had the greatest impact in reducing the emotional exhaustion subscale. It can be said that resilience training can modulate stress levels and disability in stressful situations and increases life satisfaction, self-efficacy, optimism and hope in students, which in turn reduces academic burnout.
